<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202020000200107</article-id>
<article-id pub-id-type="doi">10.23925/2175-3520.2020i51p107-115</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DESENVOLVIMENTO MORAL NA CIBERCULTURA]]></article-title>
<article-title xml:lang="en"><![CDATA[Moral Development in Cyberculture]]></article-title>
<article-title xml:lang="es"><![CDATA[Desarrollo Moral en la Cibercultura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Wagner Roberto Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salviato-Silva]]></surname>
<given-names><![CDATA[Ana Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Agli]]></surname>
<given-names><![CDATA[Betânia Alves Veiga Dell&#8217;]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário das Faculdades Associadas de Ensino  ]]></institution>
<addr-line><![CDATA[São João da Boa Vista SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Universitário das Faculdades Associadas de Ensino  ]]></institution>
<addr-line><![CDATA[São João da Boa Vista SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro Universitário das Faculdades Associadas de Ensino  ]]></institution>
<addr-line><![CDATA[São João da Boa Vista SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<numero>51</numero>
<fpage>107</fpage>
<lpage>115</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202020000200107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202020000200107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202020000200107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A maneira como as tecnologias digitais de informação e comunicação são discutidas e ensinadas em ambiente escolar podem não incluir de maneira sistemática a discussão sobre o impacto no comportamento ético. Privilegia-se apresentá-las como ferramenta de estudos, engajamento ou entretenimento, porém sua utilização em idade cada vez mais precoce apresenta a cibercultura para um indivíduo em desenvolvimento moral, com implicações ainda pouco exploradas uma vez que é fenômeno recente. O objetivo deste artigo é analisar reações diante de situações de cunho ético e moral no uso de tecnologias digitais de informação e comunicação (TDIC) por universitários que foram expostos à internet em idade de desenvolvimento moral. De abordagem quantitativa, este artigo inclui uma breve explanação sobre teorias de desenvolvimento moral e apresenta os resultados de um estudo de campo com 308 participantes, em situações tais como pirataria, plágio e cyberbullying. Foi possível identificar divergência no comportamento em razão da mídia empregada. Também se destaca a importância de as instituições manterem canais apropriados para acolhimento de problemas relacionados ao uso inadequado da internet, e indica a educomunicação como possibilidade para superação desse desafio e progresso do desenvolvimento humano local e global.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The way digital information and communication technologies are discussed and taught in a school environment may not systematically include the debate about the impact on ethical behavior. The preference is to present them as a tool for studies, engagement or entertainment, but its use at an earlier age presents cyberculture to a person in moral development, with implications still little explored since it is a recent phenomenon. The objective of this article is to analyze reactions to ethical and moral situations in the use of digital information and communication technologies by college students who were exposed to the internet at the age of moral development. From a quantitative approach, this paper includes a brief explanation of moral development theories and presents the results of a study with 308 participants in situations such as piracy, plagiarism and cyberbullying. It was possible to identify divergence in behavior due to the media used. It also highlights the importance of institutions maintaining appropriate networks to address problems related to the inadequate use of the Internet, and indicates educommunication to overcome this challenge and progress of local and global human development.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La forma en que se discuten y enseñan las tecnologías de la información y la comunicación digitales en un entorno escolar puede no incluir sistemáticamente la discusión sobre el impacto en el comportamiento ético. Se prefiere presentarlos como una herramienta para estudios, participación o entretenimiento, pero su uso a una edad cada vez más temprana, presentar la cibercultura para un individuo en desarrollo moral tiene implicaciones todavia poco exploradas ya que es un fenómeno reciente. El objetivo de este artículo es analizar reacciones ante situaciones de carácter ético y moral en el uso de tecnologías digitales de información y comunicación (TDIC) por universitarios que fueron expuestos a internet en edad de desarrollo moral. De natureza cuantitativa, este artículo incluye una breve explicación sobre teorías de desarrollo moral y presenta los resultados de un estudio de campo con 308 participantes, en situaciones tales como piratería, plagio y ciberacoso. Fue posible identificar la divergencia en el comportamiento debido a los medios utilizados. También destaca la importancia de que las instituciones mantengan canales adecuados para acojer los problemas relacionados con el uso inadecuado de Internet e indica que a educomunicación como una posibilidad para superación de este desafío y el progreso del desarrollo humano local y global.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Internet]]></kwd>
<kwd lng="pt"><![CDATA[Moral]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento humano]]></kwd>
<kwd lng="pt"><![CDATA[Educomunicação]]></kwd>
<kwd lng="en"><![CDATA[Internet]]></kwd>
<kwd lng="en"><![CDATA[Moral]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Human development]]></kwd>
<kwd lng="en"><![CDATA[Educommunication]]></kwd>
<kwd lng="es"><![CDATA[Internet]]></kwd>
<kwd lng="es"><![CDATA[Moral]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo humano Educomunicación]]></kwd>
</kwd-group>
</article-meta>
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